Dissertations / Theses on the topic 'Memories as embodied experiences'
To see the other types of publications on this topic, follow the link: Memories as embodied experiences.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Memories as embodied experiences.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Veloz, Franco. "Embodied narratives : Embodied experiences as a call for action." Thesis, Stockholms konstnärliga högskola, Institutionen för film och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-750.
Full textAbstract:
Things, spaces and people collaborate in order to create an immersive experience. This project investigates this collaboration in order to combine them for an embodied way of tell and perceive stories. Can a immersive experience help to close the gap between information and the person, the event and the story? In the following essay I am going to analyze the components that are part of the experience. I am interested in the connection between perception, memory, atmosphere and objects. Inquire how they are related and what they represent in order to tell stories with them. I try to question the way we perceive and expand the function of telling and receiving stories to the whole body and everything around us. With these new questions, create my project – Johan’s Room – and experiment with them, trying to connect the audience with the story.
2
Gomez, Nancy Regina. "Quechua Women's Embodied Memories of Political Violence in Peru (1980s-1992):The Female Body Communicates Memories." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1437645477.
Full text
3
Almeida, Ana Paula Ramos da Rocha. "Embodied musical experiences in early childhood." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21039.
Full textAbstract:
Embodied Music Cognition is a recently developed theoretical and empirical framework which in the last eight years has been redefining the role of the body in music perception. However, to date there have been very few attempts to research embodied musical experiences in early childhood. The research reported in this thesis investigated 4- and 5-year-olds’ self-regulatory sensorimotor processes in response to music. Two video-based observation studies were conducted. The first, exploratory in nature, aimed to identify levels of musical self-regulation in children’s actions while ‘playing’ in a motion-based interactive environment (Sound=Space). The interactive element of this system provided an experiential platform for the young ‘players’ to explore and develop the ability to recognise themselves as controlling musical events, and to continuously adapt their behaviour according to expected auditory outcomes. Results showed that low-level experiences of musical self-regulation were associated with more random trajectories in space, often performed at a faster pace (e.g. running), while a higher degree of control corresponded to more organised spatial pathways usually involving slower actions and repetition. The second study focused on sensorimotor synchronisation. It aimed to identify children’s free and individual movement choices in response to rhythmic music with a salient and steady beat presented at different tempi. It also intended to find the similarities and differences between participants’ repertoire and their adjustments to tempo changes. The most prominent findings indicate that children’s movements exhibited a resilient periodicity which was not synchronised to the beat. Even though a great variety of body actions (mostly non-gestural) was found across the group, each child tended to use a more restricted repertoire and one specific dominant action that would be executed throughout the different tempi. Common features were also found in children’s performance, such as, the spatial preference for up/down directions and for movements done in place (e.g. vertical jump). The results of both studies highlight the great deal of variability in the way preschoolers regulate their own sensorimotor behaviour when interacting with music. This variety of responses can be interpreted as underlining the importance of the physical nature of the cognitive agent in the perception of music. If this is indeed the case, then it will be crucial to create and develop embodied music learning activities in early years education that encourage each child to self-monitor their own sensorimotor processes and, thus, to shape their experiences of linking sound and movement in a meaningful and fulfilling way.
4
Mertena, Ilze. "Tourists' embodied transport experiences of travelling by train." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/617320/.
Full textAbstract:
This thesis examines tourists’ embodied experiences of railway travel by analysing how tourists inhabit, (co)produce and practice time-space while being ‘on the move’. It responds to an under-researched aspect in tourism studies, tourists’ experiences of travel to/from a destination and its role in the total holiday experience. Although transport has been recognised as an integral part of the tourist experience, existing research mainly examines transport experiences from the traditional transport economics perspective with an aim of discovering the positive utility of travel. Moving beyond economically-productivist studies, this thesis adopts an explicitly interdisciplinary research approach to uncover the multifaceted nature of the tourist transport experience. Empirical research, employing a combination of qualitative research methods (self-reflexive observation, passenger observation, rhythmanalysis and ethnographic interviews on the move) and three data collection tools (time-space diary, photo/video camera and audio recorder), produces rich ethnographic data – written accounts, photographs, videos, ambient sound recordings and forty-six interview transcripts – which are analysed using multisensory research analysis techniques. Empirical findings make an original contribution to knowledge in four main ways. Firstly, this study demonstrates that the tourist transport experience is not a self- contained experiential phase that is always perceived as a cost. There is a dynamic and reciprocal relationship between the experience of travelling to/from a destination and experiences at the destination. Moreover, tourists’ lifestyles, interests and life-stage influence the mobile experience and the meanings that tourists attach to train travel. Secondly, this thesis conceptualises travel time as a ‘time frame’ that is filled with diverse time dimensions, practices, travel routines and unreflexive habits, embodied sensations, and rhythmicity of the journey. Thirdly, this study shows that social rhythms, different affective atmospheres inside a carriage and travel companions constitute important elements of the tourist transport experience. Finally, this thesis reveals that the mobile experience is explicitly multisensory, which is pronounced through sensing the transport mode itself, its mechanical rhythms, the built form of a train carriage and the railway route. In summary, this thesis presents new ways of considering the mobile experience and, by doing so, the present study makes an original contribution to knowledge in tourism, transport and mobilities research.
5
Petronić, G. "Comparing memories of unusual or anomalous experiences viewed as psychotic experiences with those memories deemed to be culturally acceptable." Thesis, University of East London, 2005. http://roar.uel.ac.uk/3797/.
Full textAbstract:
Science, parapsychology, religion and spirituality provide theoretical frameworks that are widespread in our society and culture. People tend to use these frameworks to explain their experiences. However, the theoretical framework used to explain an experience might determine whether the experience would be regarded as 'normal' or as a sign of psychopathology. Recently it has been argued that symptoms of mental illnesses should be viewed on a continuum with normal experiences. Studies indicate that hallucinations and uncommon beliefs are widespread in the general population. Also, the validity of psychiatric diagnostic tools and categories have recently been challenged by new studies which indicate an overlap between mental illness categories and an inability to distinguish between psychopathology and normality. This study examines the similarities and differences between unusual perceptual experiences seen as a product of a psychotic illness and those regarded as anomalous experiences. The study also examines cultural influences on people's understanding of their experiences. The 'Memory Work' qualitative research method was used for collecting and analysing the data. This method is unique in that it does not make a distinction between researchers and participants. Instead the researchers themselves produce data, which the group men collectively analyse. The results indicated that unusual perceptual experiences explained by the coresearchers who received a psychiatric diagnosis (in the clinical group) and those who did not (in the non-clinical group) are both similar and different. The similarities could be seen as being that the people in both groups had difficulties in understanding the experiences and questioned their sanity; they emerged in similar contexts and ways of managing the experiences were similar to a certain extent. The differences could be seen as being that the experiences regarded as a product of psychotic illness were perceived as more intense in terms of frequency and duration and surprisingly had more pleasant effects on the co-researchers in the clinical group than the experiences in the non-clinical group. The findings are discussed in relation to existing literature on this topic.
6
Mackay, Michael Mark. "Meaning-making in memories a comparison of autobiographical memories of death and low point experiences /." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0022390.
Full text
7
Velamazan, Mariano. "Designing playful learning experiences : Exploring embodied mathematics through electronic music." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124025.
Full textAbstract:
I present a research based project that asks for a discussion about the role of technology in education. It is a question about how to design learning experiences and how to improve the experience of learning through interactive objects. More precisely, this project tries to explore the possibilities of an embodied learning of math using music in a playful way. Superbleeper, the name of the product, is an electronic music instrument that is played using math concepts. It invites 3-6 year old children to play with the math they have to understand according to the Swedish curriculum. This math foundation for the youngest kids is about measurement, shape, patterns, time, change, quantity, sets and order. The tests carried out with children in different contexts show that electronic music can be a way to embody and enjoy the use of math concepts in a creative way.Pedagogical Interactive Math Visualizations
8
Horvat, Hargita. "To Menstruate In Peace : Embodied experiences of menstruation during migration." Thesis, Linköpings universitet, REMESO - Institutet för forskning om migration, etnicitet och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149445.
Full textAbstract:
Female specific experiences of migration arelacking in mainstream migration studies, even though women make up almost half of the demographic of migrating people. Based on qualitative narrative interviews with six women the primary aim of this thesis is to show how the women negotiated their migrations from a primarily embodied theoretical approach which focuses on feelings in and ofthe body in relation to menstruation within the context of migration. The importance of viewing context or rather situationas constitutive for how women can ‘be’ or ‘not be’ women is decisive for the embodiment approach and provides an understanding for the prescriptive nature of norms in general and gender norms in particular. Overall, the situation of migration positioned the female gender norm and the innate bodily function of menstruation as a counterforce of agency for the women, severely limiting their scopes of agency leading to fear, hyper vigilance and self-policingin a manner that the women did not experience was present for men surrounding them. The additional mental strain that menstruation placedon the women severely aggravated their experiences of migration, a mental strain that was solely connected to fear in relation to their bodies.Grade: A
9
Eisenberg, Sebastian A. "Investigations of processes and embodied experiences of compassion in psychotherapy." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/809404/.
Full textAbstract:
This research dossier contains an introduction, a literature review and two qualitative research reports. The three pieces of research explore influences on clients’ and therapists’ experiences of empathy and compassion. The first piece is a narrative literature review of factors that may contribute to client resistance to therapist empathic concern. This is followed by a qualitative exploration of therapists’ perspectives of compassionate therapeutic processes. The last piece is a report presenting a qualitative exploration of one person’s subjective experience of Focusing.
10
Holmes, Diane. "Older people : visibility and embodied experiences : spiritualities for a changing context." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/older-people-visibility-and-embodied-experiences-spiritualities-for-a-changing-context(17d020f9-249c-4b05-a080-cbca14898cf8).html.
Full textAbstract:
"Older people are beautiful!" "Older people are beautiful images of God!" Even though contemporary western society is powerfully shaped both by the visual and by an increasingly ageing demographic, the above statements are rare and counter-cultural. Yet they are statements totally true to my own experience as a minister with special responsibility for older people. I am drawn to wondering how the beauty of older people can be highlighted in ways that our culture will see and engage with; and therefore begin to own, and even possibly celebrate, the ageing process. In the first part of my thesis I aim to discover why our society does not see beauty in age, or even perceive age itself. I begin with a historical study of western artistic expressions of beauty, tracing a reoccurring and influential strand of classical symmetry and perfection. A social analysis of our contemporary culture of youth is followed by an overview of the church's attitudes towards ageing. All three studies reveal a picture of deeply rooted ageism in society. Alongside these discoveries, an alternative perspective and antidote to ageism is offered through an inclusive reader response to Paul's description of the Body of Christ in 1 Corinthians 12. My discoveries inform my choice of research methodology - the ways in which I endeavour to uncover new perceptions of older people and forms of expression that honour and include them. Thus embracing them as part of the Body of Christ. Participant observation, the inclusive tool favoured by social anthropology suits the aesthetic and subjective nature of my research. Older people themselves are my research participants. Group situations, where they play with clay and comment upon portraits and landscapes, enable them to express their perceptions of what is beautiful and so reflect a perceptible beauty of their own. A biblical structure allows the participants' thoughts about beauty to become expressions of their own particular spirituality. This uncovering of an embodied spirituality of older people as vital and beautiful is offered as a counterpoint to a culture that renders older people invisible. I discover that there is much that older people can offer younger generations through their laughter and tears, their interpersonal relationships and their intrepid journeying through the unknown territory of ageing itself. A search for and reflection upon theological perspectives and art images that resonate with these discoveries and illuminate older people as beautiful images of God forms the final part of my thesis.
11
Zdrali, Mihaela. "Counselling psychologists' embodied experiences in their clinical work : a qualitative investigation." Thesis, University of Roehampton, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606280.
Full text
12
Hu, C.-yu. "Embodied memories and enacted ritual materials : processing the past in making and remaking Saisiyat identity in Taiwan." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445643/.
Full textAbstract:
This thesis aims to study the interrelationships between the memory, materiality, embodiment, ritual practices, and collective consciousness of the Saisiyat, a minority indigenous group in the northwest Taiwan. In order to understand how such a small, migrated and mixed society sustains a sense of continuity and collectivity despite experiencing intensive confrontations over histories, essential features of the mode of memory and the means of constructing memory in the local community are explored. Based on an extensive ethnographical study, this thesis places its central concern on the enlivened past and reproduced ancestral memories of the Saisiyat by analysing the material symbols and sensational actions that are highlighted in their ritual practices. I would argue that the Saisiyat mode of memory relies heavily on the material, sensory and non-verbal media. A sense of continuity is vividly and actively generated based on a set of materialized and embodied practices of social, cultural, and historical relevance. For these reasons, the material properties and sensory qualities derived from sacred objects, ritual foods, or patterned bodily actions are sophisticatedly identified and manifested as powerful mnemonic sign-devices. Through the entangled process of obj edification and embodiment, the ancestral connections are not only reified in the elaborated materiality and formality, but also experienced by the body and accumulated in the body. In sum, this thesis, on the one hand, explores the flexibility and capacity of material resources as substantial, transposable and reproducible linkages to the past. On the other hand, it also attempts to show that the Saisiyat past is constructed based on the intertwining materials and sensory forces through incorporating practices, which actively mediate the hybridity and craft the collective consciousness of acting beings in a rapid changing political-economic setting.
13
Drummond, Jennifer. "Intersecting and embodied identities: a queer woman's experiences of disability and sexuality." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97118.
Full textAbstract:
This study explores the ways in which the intersections of sexuality and identity are experienced and understood by a queer woman living with a disability. Through a narrative account of critical moments and turning points in the participant's lived experience of disability, sexuality and gender, this study examines the ways in which intersecting identities both shape and are shaped by context and experiences of the body as both complex and fluid. The participant's narrative provides a rich account of her experiences embodying multiple marginalized and intersecting social locations. The points at which her queer and disability identities intersect and diverge illuminate findings important to gaining a deeper understanding of the ways in which sexuality, queer identity and disability interact to produce particularized experiences of health, agency and resistance in daily life. The participant articulated how pain, visibility/invisibility, and the changing body contributed to her understanding of her own identity as queer and disabled. Agency and resistance were important lived concepts for her, particularly with respect to interactions with health care providers and systems and among communities in which she both located support and challenged hegemonic practices of gender presentation and discrimination. She described how support, knowledge and faith in her body, control and experimentation helped her maintain strength. This research provides insight into areas for future study, as well as recommendations for social work practice and social policy.La présente étude se penche sur la façon dont la sexualité et l'identité s'entrecroisent et sont intimement vécues et comprises par une lesbienne présentant un handicap physique. À travers un compte rendu des moments clés et des tournants du vécu de la participante, cette étude examine de quelle façon le croisement des identités détermine et est déterminé par le contexte, l'expérience et l'intériorisation des concepts d'infirmité, de sexualité et d'identité à travers un corps à la fois malléable et récalcitrant.Le récit de la participante fournit une riche description de ses expériences en tant que marginale ayant été amenée à endosser de multiples identités et à incarner différents rôles en société. À la croisée des chemins de ses identités gay et handicapée -qui se recoupent et se séparent- ressortent des conclusions significatives dans l'optique d'une compréhension plus profonde de la façon dont les identités sexuelle, gay et handicapée interagissent pour donner lieu à une expérience intime unique des notions de santé, d'autonomie et de résilience au quotidien.La participante dépeint comment les notions de douleur, de perceptible et d'imperceptible ainsi que les transformations imposées à son corps par son handicap l'ont menée à une meilleure compréhension de sa propre identité en tant que lesbienne et handicapée. Sa force de caractère et sa capacité d'adaptation furent des tuteurs de résilience importants, tout particulièrement en ce qui concerne les nombreuses interactions avec le système de santé et ses différents acteurs ainsi que dans la vie communautaire en général. Elle affirme y avoir trouvé le soutien nécessaire pour combattre l'hégémonie et les préjugés liés à l'orientation sexuelle et lutter contre la discrimination subséquente à ceux-ci. Le soutien des pairs, l'acquisition de connaissances, l'expérimentation et la créativité dont elle a su faire preuve pour reprendre possession de ce corps indocile sont autant de facteurs lui ayant permis de rester forte et courageuse tout au long des épreuves.Cette étude fournit des pistes intéressantes pour la recherche future, ainsi que des recommandations utiles à la pratique du travail social, à l'application des politiques sociales et au développement de ressources destinées aux personnes handicapées.
14
Pace, Balzan Ninette. "Reading as participating : a study of embodied experiences of reading and writing." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/7930/.
Full textAbstract:
The focus of this collaborative research is on seeking what enables or constrains participation in reading and writing as a social practice. Eight individuals with a label of dyslexia discuss and reflect, over a period of a year, on past and present experiences around reading and writing, and develop a personal narrative. The study uses a phenomenological approach, and ethnographic and narrative methods within a New Literacy Studies framework, situating experiences, and perceptions of them, within social and cultural contexts. The participants discuss, and reflect on, past and present experiences to design and develop their narrative. In the process, the relationship between experiences and perceptions and its effect on identity and agency, is explored. As participants each construct a narrative, with themselves as the protagonist, they ‘sediment’ their literate identities into the text, to be further reflected on. Initially, this collaborative study sets out to find what support, intervention, and community concessions persons labelled with dyslexia require, but this changes when the participants, through discussion and reflection on emotions, discourses and artifacts within the narrative, uncover covert sociocultural factors which hinder their reading and writing. The study moves away from a tacit acceptance of personal deficit or difference, leading to a label of dyslexia. It finds that the shift in the perception of literacy, from a definable and measurable goal to be reached, to one of participation in a social practice, enabled or hindered by embodied experiences, redefines the label of dyslexia, as reflecting restricted participation, and therefore social exclusion.
15
Scherini, Rebecca. "Embodied immersive experiences: A path to facilitating connection to non-human nature." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88580.
Full textAbstract:
By using ‘sensory autoethnography’ this thesis demonstrates how planners can overturn binary ways of thinking in which humans’ concerns are placed above those of non-humans, promoting new ways of planning in the Anthropocene. Planners can foster more connected relationships to non-human nature by developing a sense of self as a body-subject, engaging in and facilitating ‘embodied immersive experiences’ in ‘natural spaces’, reimagining planning practice and feeding this back into education and training, and becoming embodied practitioners.
16
Wahl, Markus. "Treatments of the past : medical memories and experiences in Postwar East Germany." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/62462/.
Full text
17
McNiven, Abigail. "(Re)collections : engaging feminist geography with embodied and relational experiences of pregnancy losses." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10786/.
Full textAbstract:
With empirically-grounded and theoretically-inferred consideration in this thesis, I bring into focus a vast ‘collection’ of components entailed in lived experiences of pregnancy losses and, in particular, foreground the ways in which spaces and places are intimately involved. This includes, for example, attending to medical settings such as hospitals, workplaces, homes and gardens, online support communities, cemeteries and other memorial locations in addition to bodies which are simultaneously material and emotional. Since pregnancy losses are inter-personal, I also discuss social relations between women, their embryos, foetuses, babies and/or children, medical staff, partners, family members, friends, work colleagues, online group users and ‘wider society’. The multiplicity of components within, and across, participants’ experiences serves to simultaneously break apart and reassemble the label I selected for the research of ‘pregnancy losses’. I utilise several sub-disciplines across the thesis, finding a particularly significant and tricky tension between two particular areas I wish to engage: feminist geographies and the geographies of death and dying. My research weaves together feminist, embodied, emotional geographies through which I seek to understand experiences of pregnancy losses. In doing so, I foreground the richness, depth and complexity of lived experiences by developing understandings of pregnancy losses which embrace, rather than sanitise or marginalise, bodily materiality and social relations as well as emotional dynamics. My thesis serves to bring together and explore the recollections of pregnancy loss experiences, organised around a number of spatial contexts and activities. These are reflected in the focus of each chapter in terms of interior bodies, social relations, bodily fluids, online sites, external skins and practices of memorialisation. My discussions work to ‘collect’ together understandings about the somewhat paradoxical fullness and variety of accumulated meanings that can be held about pregnancy loss experiences.
18
Wiseman, Phillippa Janet Grace. "Reconciling the 'private' and 'public' : disabled young people's experiences of everyday embodied citizenship." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5479/.
Full textAbstract:
The body is the fleshy substance of citizenship. However, analyses of the body and of citizenship have remained largely disconnected, with limited intersection between the two. Traditionally, citizenship has been associated with the ‘public’ sphere and the body with the ‘private’ sphere resulting in the distancing of the body from citizenship in popular and scholarly discourses. This demarcation has resulted in the exclusion of particular groups of people from being able to achieve full citizenship based on corporeal difference. This thesis argues that the separation of the ‘public’ and ‘private’ spheres perpetuates the marginalisation of disabled people. Through developing the concept of embodied citizenship, this thesis offers a useful lens through which to view the experiences of disabled young people’s everyday lives and to bring into focus the comingling of the ‘private’ and public’ spheres. Using data gathered from interviews with 18 disabled young people, with physical impairments, in Scotland, it explores the ways in which disabled young people negotiate their everyday lives. Thematic analysis of the data identified that participants’ inclusion and participation in the ‘public’ sphere were explicitly bound to their experiences of the ‘private’ sphere. Participants’ greatest feelings of exclusion were felt around everyday experiences often associated with the ‘private’ sphere such as intimate relationships, sexuality and toileting. Exclusion from these purportedly ‘private’ areas of social life resulted in negative impacts for participants’ sense of self and psycho-emotional wellbeing, impacting on their engagement with the ‘public’ sphere, and thus their sense of full citizenship.
19
Sidorenko, Alisa. "Body-Environment Dialogue : Using Somatic Experiences to Improve Political Decision Making." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260754.
Full textAbstract:
Humankind is facing global ecological problems and resulting from these social issues, while continually destroying the ecosystems which are the life-support mechanisms of the planet and human civilization. The socio-economic system is largely influenced by top-down decision making. Political decisions are a high leverage in sustainability issues, but contemporarily they are conducted in the reductionist way, focusing on short-term profit and jeopardizing the planet and people in the long run. The thesis explores the ways of integrating more holistic approach into political decision making. The study describes the connection between cognitive processes (e.g. learning or decision making) and somatic experiences: human decisions are considered a dynamic product of interaction between the cognition, body and environment. The theory of deep learning helps to understand how decision making can be transformed, and embodied cognitive science explains what facilitates the process of deep learning. The study develops the concept of “body-environment dialogue” — the somatic and cognitive integration of an agent and the context through which the agent receives non-verbal information processed then into the agent’s inner knowledge. The way of processing the information, unlike analytical thinking, is grounded into mindfulness and reflection. It results in the holistic insight about the global socio-ecological system and its interconnections, awakes intrinsic values and causes the change in one’s decisions and actions. Embodied experiences and connection with natural environment are considered the ways to facilitate deep learning which, in turn, affects decision making. The empirical part of the research tests the possibility to affect decision making through embodied contact with nature and the local context. The experimental study project based on 3-day outdoor experiential course demonstrates a certain change in the participants’ decision making as well as illustrates the challenges and drawbacks of such approach.
20
Miller, Emma Frances. "Exploring intrusive experiences in older people across the spectrum of worry." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/26022.
Full textAbstract:
Background: Worry is theorised to function as a form of cognitive or experiential avoidance wherein an individual uses repetitive thinking in an attempt to avoid a future event or an aversive internal experience. There is evidence of a closer link between non-verbal thought (e.g. mental images) and emotion, physiology and behaviour than with verbal thought. Based on findings that worry is predominantly a verbal-linguistic activity, with less imagery occurring during worry episodes than during relaxation; it is theorised that worriers may move from non-verbal to verbal thought in order to avoid the greater arousal associated with non-verbal thought intrusions. This carries with it the unintended consequence of reducing emotional processing, leading to a subsequent increase in intrusive thoughts. Whilst cognitive science has emphasised the content of cognition and how this links to emotion, the psychological flexibility model suggests that content is less important than how we relate to our cognitive events. The degree to which we get entangled in our thinking, lack perspective on our thoughts and the degree to which cognition comes to regulate our behaviour over other sources is known as cognitive fusion. It is postulated that some individuals may be more prone to avoiding internal experiences due to the stance they take toward these experiences. In the long-term, worry should lead to a reduction in the experience of intrusive images and memories and an increase in intrusive thoughts; and this relationship should vary depending on an individual’s stance in relation to their internal experiences. The purpose of the current study is to explore the experience of intrusive memories, images and thoughts in an older adult sample, and the relationship of these experiences to level of worry, cognitive fusion and psychological inflexibility. Method: Sixty-two community dwelling older adults were involved in the study. Each completed questionnaire measures to assess level of trait worry, depression, cognitive fusion and psychological inflexibility, as well as an interview to determine whether diagnostic criteria were met for any mood or anxiety disorder and to complete an interview exploring the experience of intrusive memories, thoughts and images. Findings: Higher levels of trait worry were strongly associated with higher levels of cognitive fusion and psychological inflexibility. Intrusive memories, images and thoughts were all reported in low levels across the sample. Level of worry was positively associated with the severity but not the occurrence of intrusive memories and thoughts. Higher levels of psychological inflexibility were associated with less occurrence of intrusive memories and images; whereas higher levels of cognitive fusion were associated with the increased occurrence of intrusive images. Higher levels of worry, cognitive fusion and psychological inflexibility were all associated with increased severity of intrusive thoughts. The findings are discussed in relation to previous research and to the Avoidance Theory and Acceptance Model of GAD. Implications are considered for further research and clinical applications.
21
Mayer, Sharon J. "Towards a relational understanding of embodied therapeutic relationships : a qualitative study of body-focused practitioners' experiences." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25656/.
Full textAbstract:
This study aimed to further our understanding of embodied therapeutic relationships within counselling psychology. Theoretical challenges to the influence of Cartesian dualism on Western medicine and therapeutic practices that led to a largely disembodied view of the mind are reviewed with regard to the embodied nature of subjectivity, and the importance counselling psychologists place on relating to clients within the therapeutic relationship. The need for a reauthorisation of the body as an essential part of the therapeutic relationship is proposed. A series of four case studies of the lived experience of practitioners of body-focused therapies working in complementary healthcare was conducted, using an interpretive phenomenological analysis (IPA) approach. This aimed to explore potential aspects of embodied relating not widely considered by talking therapists. Three core areas were identified that constituted the three superordinate themes of: ‘Embodied awareness and sense of personhood’, ‘Intersubjectivity and authentic use of self’ and ‘Mind-body connection, disconnection and reconnection’. These analyses are discussed in relation to relatively recent research findings in neuroscience, developmental psychology and the application of attachment theory and current developments in relational approaches to psychotherapy that champion embodied therapeutic relationships. Implications for counselling psychology training and practice are identified.
22
Mohr, Shelley. "Mothers' memories of childhood peer experiences, associations to child-rearing behaviours and children's social competence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ37050.pdf.
Full text
23
Weber, Benjamin. "Positive memories? A narrative analysis about positive experiences during a war childhood in Sarajevo under siege." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23507.
Full text
24
Salinas, Barrios Ivan Eduardo. "Embodied experiences for science learning| A cognitive linguistics exploration of middle school students' language in learning about water." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634266.
Full textAbstract:
I investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.
25
del, Busso Lilliana. "Being-in-Motion: movement, femininity and space in young women's narratives of their embodied experiences in everyday life." Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503691.
Full textAbstract:
This thesis explores young women's embodied experiences in everyday life. Three empirical studies utilising different methods were conducted exploring specific topics relating to women's everyday embodiment. Firstly, life history interviewing and participants' own pre-existing photographs from different time periods were used to explore specific, meaningful experiences in relation to women's embodiment over time. Secondly, diary writing and photo-production was used to explore heterosexual women's experiences of embodying pleasure in everyday life. And lastly, a memory work group method was used to explore heterosexual feminists' experiences of embodying anger in specific interactions with sexual partners. The accounts produced were analysed using a poststructuralist hermeneutic phenomenological narrative method of analysis, exploring simultaneously the embodied and phenomenological detail of specific experiences and the grounding of such experiences in wider sociopolitical processes and contexts. Women's accounts of their everyday embodiment suggested that experiences of being treated as object-like and experiences of movement were central. As such, incidents of being treated as object-like were experienced as disempowering and contrasted with experiences of movement felt as positive and liberating. Furthermore, aspects of time and space were central to women's explorations of their embodied experiences in everyday life. This thesis enjoins poststructuralist and phenomenological principles in proposing a critical feminist social psychological approach to women's embodiment, which theorises embodied experience as sensuous process lived through the spatial, material and socio-political world. This approach allows explicit embodied focus on how persons negotiate, accept or resist power dynamics, and thus live through and embody social practices and action.
26
Gaynor, Danielle. "First time mothers : exploring the relationship between shame memories, and the experiences of shame, compassion and motherhood." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5382/.
Full textAbstract:
Background Shame memories from childhood/adolescence, which operate as traumatic memories and become central to personal identity, have been associated with shame in adulthood. Shame has been reported in the context of motherhood but not yet investigated within Gilbert’s (1998, 2010) biopsychosocial framework. Self-compassion, as an orientation to care for oneself has been found to buffer people against the psychological impact of stressful events, such as the transition to motherhood. Aims Drawing on the biopsychosocial framework, this study aimed firstly to profile the shame memories of first time mothers in the UK and Ireland. Secondly, it aimed to explore the relationships between the traumatic and centrality features of shame memories, shame, compassion, fears of compassion and emotional adjustment to motherhood. Method Drawing on a critical realist epistemological position, this study adopted a crosssectional, quantitative approach. New mothers (N = 133) across the UK and Ireland were recruited on social media forums to complete a series of established self-report questionnaires via an online survey platform. Results The most frequently selected category of shame situation recalled by mothers was ‘exposure of perceived negative personal attributes, characteristics, behaviour to others’ (N = 34). Canonical correlation analysis revealed that shame memories predicted shame, compassion and fears of compassion. Multiple regression analysis revealed self-compassion to be the only significant predictor of emotional adjustment to motherhood in the model. Shame did not moderate this relationship. iii Conclusion Participants experienced shame, fears of receiving compassion and low levels of self-compassion suggesting that they may be experiencing distress with insufficient access to self-soothing skills. Nonetheless, a more selfcompassionate attitude was associated with greater emotional adjustment to motherhood. Perinatal health services are advised to promote the development of compassion at all levels.
27
Larsen, Esben Enghave. "Familiar Flavors : Sensorial Experiences of Familiarity and Transnational Food Practices Amongst International Students." Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169399.
Full textAbstract:
The thesis takes a reflexive feminist and sensory approach in examining the transnational practices and feelings of cultural familiarity that embody international student migrants, as well as the spatial and social implications of shared kitchen environments. Empirically, the research is based in participatory cook- and eat-along interviews, and a focus group dinner session with six student participants, situating both the researcher and the participants within the sensorial realm of food practices during the fieldwork. The thesis discusses the compromises and negotiations that food practices undergo through material accessibility, geographical knowledges and expectations in crosscultural interactions, causing reconstructions and reinterpretations of daily routines and transnational feelings. Further, the thesis engages reflexively with the embodied situatedness of the researcher and its influence on the results produced throughout the research process. The research highlight the importance of a reflexive approach in sensorial research and emphasize how the sensorial perspective on mundane everyday practices contribute to an in-depth understanding of the lived experiences of migrants. The research findings in relation to the methodological approach, suggest benefits in further fieldwork with an interactive approach of cooking and eating simultaneously to the reflexive interview interaction.
28
Sherlock, Alexandra. ""This is not a shoe" : an exploration of the co-constitutive relationship between representations and embodied experiences of shoes." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17076/.
Full textAbstract:
Through their narrative incorporation in fairy tales, song lyrics, in movies and on television shoes have become a ‘loaded device’ recycled as metonymy for the wearer or as metaphor for experience (Pine, 2006: 353). This research argues that in academic studies a consequence of their visual and symbolic ubiquity has been the material invisibility or ‘humility’ of the shoe as a ‘thing’ (Miller, 2005). Following Magritte’s lead in his painting The Treachery of Images (1928-29) I suggest that a tendency to see and analyse the messages shoes convey, rather than the things themselves, has led to a lack of empirical interrogation into the role shoes play in everyday processes of identity and identification. This research addresses this lack, yet rather than separate the shoe from its representations to do so, it unites the material and visual to understand the relationship between representations and embodied experiences of shoes in processes of being and becoming. With a focus on the styles that comprise the Clarks Originals brand, particularly the Desert Boot, the study observes the ‘situated bodily practice’ (Entwistle, 2000b) of those who both produce and wear the shoes to understand them as medium rather than message in processes of identification and transformation. This approach enables us to identify the material and semiotic affordances that lead to their cultural visibility and to gain a picture of the complex ‘networks’ (Latour, 2005) and ‘meshworks’ (Ingold, 2010a) such significant objects facilitate. Consequently, the thesis addresses shortcomings in sociological approaches to fashion theory by offering a meso-level between structure and agency which undermines common dualities between production and consumption, masculine and feminine, and the material and visual. Ultimately, the research argues that Clarks Originals offer a valuable opportunity to understand how and why particular objects become culturally and socially significant and valuable.
29
MORENO, RODRIGO RUAN MERAT. "TEACHERS MEN IN EARLY CHILDHOOD EDUCATION IN THE MUNICIPALITY OF RIO DE JANEIRO: VOICES, EXPERIENCES, MEMORIES AND STORIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31131@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
A presente investigação de mestrado tem como objetivo conhecer e compreender como as trajetórias de vida fizeram com que os homens escolhessem o ofício da docência relacionada à Educação Infantil, além de analisar o processo de inserção e permanência no cotidiano com as crianças e perceber como a memória e as experiências contribuíram para o desenvolvimento da identidade profissional desses docentes. Como cenário, temos a Rede Municipal de Educação Carioca, que é considerada a maior Rede da América Latina e que teve como marco a classificação e convocação de docentes do sexo masculino nos concursos específico para a Educação Infantil nos anos de 2010 e 2012. Tal pesquisa possui um caráter qualitativo e utilizou a metodologia das Histórias de Vida atreladas às entrevistas, como meio de obtenção de dados que respondessem as diferentes questões que permearam o estudo. No decorrer da investigação foi desenvolvido um mapeamento dos Professores Homens que atuam na Educação Infantil olhando diferentes perspectivas: Nacional, Regional, do Município do Rio de Janeiro e suas Coordenadorias Regionais de Educação (CREs). Foram entrevistados 15 homens de diferentes CREs tratando de diferentes assuntos, dentre eles: Formação, Escolha da Profissão, Cotidiano na Educação Infantil, Gênero, Masculinidades, Identidade Docente, dentre outros. Salienta-se que não traremos um caráter de denúncia, como utilizado em muitos estudos encontrados, mas consideraremos diferentes eventos como aspectos relevantes na constituição da identidade docente e pessoal. Temos como marco teórico os estudos de Louro (1998), Connell (1995), Scott (1990), Nóvoa (1995), Huberman (1995), dentre outros.
The present research aims to know and understand how the life trajectories have made men choose the teaching profession related to Early Childhood Education, besides analyzing the process of insertion and permanence in the daily life with the children and to perceive how the memory and the experiences contributed to the development of the professional identity of these teachers. As a scenario, we have the Carioca Municipal Education Network, which is considered the largest Network in Latin America and had as a landmark the classification and convocation of male teachers in specific competitions for Early Childhood Education in the years 2010 and 2012. Such research has a qualitative character and used the methodology of Life Stories linked to the interviews, as a means of obtaining data that answered the different questions that permeated the study. In the course of the investigation, a mapping of the Teachers Men who work in Early Childhood Education was developed, looking at different perspectives: National, Regional, Municipality of Rio de Janeiro and its Regional Education Coordinations (CREs). Fifteen men from different CREs were interviewed, dealing with different subjects, among them: Formation, Choice of Profession, Daily Life in Childhood Education, Gender, Masculinities, Teaching Identity, among others. It should be pointed out that we will not have a denunciation character, as used in many studies, but we will consider different events as relevant aspects in the constitution of the teaching and personal identity. We have as theoretical framework the studies of Louro (1998), Connell (1995), Scott (1990), Nóvoa (1995), Huberman (1995), among others.
30
Eist, Katharina. "Fragmented histories and belonging : intergenerational memories and experiences of Germans from the former Soviet Union in contemporary Germany." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/24706/.
Full textAbstract:
This empirical study is based on qualitative interviews with three generations of ethnic German families, who migrated to Germany after the disintegration of the Soviet Union. The grandparents in these families lived in German settlements until their expulsion to the far East of the SU. Their children grew up in these places of exile in the shadow of their parents' histories, striving to become model Soviet citizens in an effort to escape the stigma associated with their parents' fate. The grandchildren in these families were youngsters at the time of migration to Germany. This thesis explores experiences around migration, post-migration life and integration. It examines these experiences through a framework of (post)- Soviet and German cultural memory, investigating, on the one hand, how in both societies public memory (or the lack thereof), along with social discourses and state policies, have shaped, framed and homogenised this group; and, on the other hand, how memory and the forgetting of the repression of the grandparents shape identity, belonging and intergenerational dynamics today. The memory of the persecution leads people to frame their migration to Germany in terms of homecoming. This homecoming narrative is, however, extremely contentious. Not only has the adoption of this narrative created a hierarchy of migrants, leading to an unequal immigrant society, the idea also exerts social and self-imposed pressures to be perceived as ‘authentically German’. Especially younger interviewees often conceal their background by ‘passing’ for ‘real Germans’. These young people appear to follow in the footsteps of the ‘generation of parents’ who concealed their German backgrounds in the SU. This cross-generational concealing and the underlying shame are often unaddressed. There are still many silences, and very little dialogue across the generations about their traumatic history. All of these aspects make it difficult, particularly for the young, to recognise their complex and diasporic identity.
31
Chisin, Alettia Vorster. "Moments, memories, meanings: a narrative documentary lives experience in social design education." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1335.
Full textAbstract:
Thesis submitted in fulfilment of the requirements for the degree
Doctor of Technology: Design
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology, 2012The aim of the research is to explore design education and designing as social practice; working with and for others to inform a more sustainable and meaningful future. Ways in which the lived experience of participants in the discipline of design, in the culturally diverse university and community contexts can be harnessed for social benefit, are interrogated. Themes are explored around the value of different world views and forms of knowing in design education to inform design research, in order to extend the knowledge paradigm to include lived experience not only as site of knowledge formation, but also of wisdom acquisition. The thesis presents an amalgamation of professional practice, creative practice and narrative set in qualitative research methods appropriate to the designer and artist who desire to work with lived experience in the academic context. Lived experience informs all we do and each educational event and encounter ought to be appraised and responded to in a contextually sensitive way. An important aspect flowing from this amalgamation is the recognition and analysis of the coexisting relationships of the roles inhering in the educator and the student. In order to immerse oneself in research and teaching, all aspects of the process have to be lived and filtered through the senses. This implies resisting abstractions by grounding research, teaching, design and making in the experience of the moment. The original contribution of this research then, is the synthesis of design, art and narrative writing that accompanied in a parallel line, the academic writing process to culminate in this design folio — a testament to grounding the research project in practice. Pedagogical approaches and lived experience embodied as recontextualised expressions in design teaching, supervision and creative practice, are presented in the folio. The boundaries of qualitative methods were tested with narrative and life writing, autoethnography, poetry, studio observations, extensive journalling, drawing, photography and printmaking processes. The results showed that a phenomenology of the senses in creative work, and locating the designer in her or his biography, is where original and imaginative design resides. Social and cultural aspects are some of the foundation stones of design education and ought to be informants of the creative process until the finish. Furthermore, authentic openness is required in supervision and teaching to facilitate deep listening, interpretation, intuition and “in-seeing” in educational encounters. Finally, being an active creative practitioner in design teaching is as important if not more important than content knowledge in that discipline, since the active practitioner “becomes” the Other through the collective dimension of design work.
32
Hess, Regina Ursula. "Women's lives in the U.S.-Mexico borderlands and their experiences with the 'capacitar practices' for transforming trauma : an embodied enquiry." Thesis, Bournemouth University, 2012. http://eprints.bournemouth.ac.uk/20690/.
Full textAbstract:
The purpose of this embodied phenomenological inquiry was to explore the impact of the so-called Capacitar Body-Mind-Spirit Practices Training for the transformation of individual and community trauma. A general philosophical framework of transpersonal psychology, particularly drawing on the concept of interrelatedness, has been implemented. This research took place in the U.S.-Mexico borderlands with 14 female co-researchers (Mexican, Mexican-American, Mayan, White American) who live in the twin cities of El Paso (Texas, U.S.) and Ciudad Juárez (Chihuahua, Mexico), who were thus exposed to the constant threat of lethal violence and so-called femicide, to discrimination and the socioeconomic problems that are peculiar to this region. The women’s embodied experiences of change as a result of the Capacitar Training were investigated with semi-structured multiple interviewing multilingually (English / Spanish / Mayan). Data analysis procedures combined imaginative variation and embodied interpretation that resulted in a general meaning structure with its variations. The contribution to knowledge made by the phenomenological results consists of the confirmation of past research on the impact of the Capacitar Training that showed the potential of the body-mind-spirit practices for transforming trauma with culturally and spiritually diverse individuals. The most significant research findings of the present study suggest that: (1) the majority of the co-researchers’ experiences of bodily change through body-mind-spirit practices initiated further integration of past negative (traumatic) and / or positive experiences in an embodied way, including interrelatedness to spirituality, culture and nature; (2) the initial bodily felt shift led to the co-researchers’ desire for more change; (3) the experiences of change were independent of the cultural or spiritual background of the co-researchers; (4) a desire to support others’ change emerged for the co-researchers based on their own experiences of improvement; and (5) ambiguity arose for a minority of co-researchers in the beginning of the training related to cultural and religious barriers, and self esteem issues; and at the end of the Capacitar Training linked with the question of commitment to time and to the engagement with the practices. To enhance an embodied understanding of the phenomenological results, biographical information from the co-researchers’ life experiences related to the borderlands had been compiled during the interviews, which mirrored the body of knowledge on issues in the U.S.-Mexico borderlands and has been presented as a cultural-spiritual narrative composite. Furthermore, evaluative information about the co-researchers’ experiences of the conveyance of the Capacitar Training has been synthesized, adding their critical reflections about the conduction and the further development of the Capacitar approach.
33
Dolan, Megan. "The Effect of Trauma Experiences and PTSD Severity on Positive Memory Recall and Memory Phenomenology." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505173/.
Full textAbstract:
Positive memories play an important role in the etiology and maintenance of posttraumatic stress disorder (PTSD). Additionally, there are potential clinical benefits of recalling positive memories on affect, cognitions, and behaviors. However, most research/clinical work has focused on the role of traumatic memories in PTSD's symptomatology and treatment. The current study examined positive memory recall difficulties and positive memory phenomenology among 185 trauma-exposed individuals with varying PTSD severity. Participants completed the Life Events Checklist for DSM-5, PTSD Checklist for DSM-5, Autobiographical Memory Test, Memory Experiences Questionnaire – Short Form, Ruminative Thought Style Questionnaire, Difficulties in Emotional Regulation Scale – Brief 16-Item Version, Difficulties in Emotional Regulation Scale – Positive Emotions, the Positive Affect subscale of the Affective Control Scale, and two items from the Pittsburg Sleep Quality Index. Results showed that (1) greater PTSD severity was a marginally significant predictor of fewer recalled positive memories; (2) greater positive emotional dysregulation predicted fewer recalled positive memories controlling for PTSD severity; and (3) increasing PTSD severity predicted more negative valence, less vividness, less coherence, less accessibility, less clear time perspective, fewer sensory details, and greater distancing ratings of the recalled positive memory, controlling for sleep quantity/quality. Such findings add to the PTSD-positive memory literature by informing PTSD theoretical perspectives; enhancing an understanding of if/how positive memories may be incorporated into PTSD treatments; and highlighting potential clinical targets, such as positive emotional regulation skills, when integrating a focus on positive memories into PTSD intervention.
34
Parkinson, Camillus-Anthony. "'Caritative wisdom' : the sacramental presence of the nurse : a metaphorical tapestry capturing the spirit embodied in practice - an ontology of nurses' meaningful experiences /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09php2475.pdf.
Full text
35
McCarthy, Elsa Julie. "A body-changing event? : exploring first-time mothers' embodied experiences in the post-natal period : a hermeneutic-phenomenological study (within a small island community)." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21265/.
Full textAbstract:
This research set out to phenomenologically explore new mothers’ post-natal embodied experiences. The objective of the study was to interview, in a loosely structured way, six first-time mothers, all with babies between the ages of six and twelve months, in order to obtain rich, descriptive material surrounding their experiences of their bodies during pregnancy, childbirth and in the post-natal period. The aim was to provide an interpretive analysis of the data in such a way that would bring new mothers’ embodied experiences to the fore, illuminate the corporeal dimensions of maternity and evoke in the reader a fresh understanding of what it is like to be in a body that has just given birth. Using van Manen’s (1990) hermeneutic approach, the data was rigorously analysed and four main themes came to light: (1) Loss of corporeal autonomy, (2) Becoming an Other, (3) Bodily dis-ease: pain, dissociation and betrayal, and (4) Being-against-time: an unnatural bodily rhythm. What emerged from these findings was the fleshy nature of identity, the interplay between bodies and selves and the capacity for maternity to both make and break (perceived) notions of selfhood. Uncovered were undercurrents of shame and humiliation rooted in maternal experiences of corporeal disintegration, manipulation and violation. Post-natal embodiment emerged as the experience of disruption, displacement and alienation which was not only physical, but emotional and psychological. Inherent in this was a new mother’s sense of ontological security which was threatened by the experience of being (in) a body in flux. The findings therefore highlight the inextricable link between mind and body, thought and emotion, reason and flesh and showcase the importance of incorporating existential understandings of the body into psychotherapeutic practices that aim to support women who have just given birth.
36
Nilsson, Folke Jenny. "Lived transitions : experiences of learning and inclusion among newly arrived students." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136353.
Full textAbstract:
This thesis explores how newly arrived students experience conditions for learning and inclusion in their lived transitions within the Swedish school system. The thesis deploys an ethnographic approach combining interviews with participant observation. The data comprise interviews with 22 students at three points in time and three cycles of participant observation over the course of 15 months (in three municipalities of different sizes). Deploying the concept of post-migration ecology, Study I maps the structural conditions that the educational landscape offers newly arrived students after migration to Sweden. The findings point to the emergence of a parallel school system through which the newly arrived students’ individual needs risk being overlooked. Study II uses a sociocultural perspective to compare the pedagogical and social resources offered in introductory and regular classes, concluding that introductory classes are characterised by weak challenges and strong support, whereas the opposite is true for regular classes. From a critical phenomenological perspective, Study III focuses on the individual students’ embodied experiences of being out of line in school (in a Swedish monolingual school setting). Paradoxically, the separate introductory class in this setting apparently offers a sense of inclusion, whereas the regular class is related to student experiences of exclusion. Study IV analyses temporal aspects of the students' lived transition to upper secondary school. Drawing on a phenomenology of blockage, it documents how extended periods in introductory programmes create a disjunction between the students' imagined and lived school careers. In brief, through analyses that encompass organisational and structural conditions, as well as lived experience, this thesis shows that the lived transitions of newly arrived students can be understood as instances of parallel school lives, a discontinued past and a postponed future.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools
37
Schaper, Marie-Monique. "Co-design strategies with children in full-body interaction for situated non-formal learning experiences." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/665482.
Full textAbstract:
This dissertation focuses on better achieving co-design of Full-Body interactive learning experiences with children and experts (teachers, museum curators, pedagogues, etc.). Hence, on the one hand, it has studies how to better design Full-Body Interaction for children in public spaces and, on the other, how to achieve a better involvement of co-designers during the design process to have their voice and vision in the final experiences. The study focuses specifically on learning experiences for public space. These non-formal learning contexts (such as museums, cultural heritage sites and theatres) are characterized by the relation of people’s behaviour in shared experiences and their interactions with socio-cultural contents that are meaningful for society. Previous research has pointed towards the benefits of the specific properties of Full-Body Interaction for shared experience in public spaces. However, methods to design with and for the body in this research area are still unexplored. To address this challenge, this thesis presents the design and analysis of three Full-Body interactive experiences. The main goal is to research techniques that promote children’s embodied awareness and focus on their expertise in movement, playfulness and socialization. This thesis proposes a set of Embodied Design Thinking qualities to understand the benefits and limitations of design techniques for Full-Body Interaction with children. On the other hand, the findings of this research lead to the definition of a preliminary Full-Body Interaction co-design method (FUBImethod). This method entails a set of clearly defined steps to help interaction designers in guiding intergenerational teams with children to understand and foster the role of the body in a Full-Body Interaction experience. This method summarizes the main outcomes of this research and represents a guideline for design and evaluation strategies in this research context.Aquesta tesi es centra en aconseguir un millor codisseny entre nens i experts (professors, conservadors de museus, pedagogs, etc.) per al desenvolupament d’entorns d'aprenentatge basats en la interacció de cos sencer. D'una banda, s'ha estudiat com millorar el disseny d’interacció de cos sencer en instal·lacions interactives a espais públics per a nens. D'altra, s'ha analitzat com obtenir una millor participació dels codissenyadors durant el procés de disseny, amb la finalitat d’incloure la seva veu i la seva visió en les experiències interactives. Amb aquest propòsit, la tesis es basa concretament en experiències interactives en entorns d'aprenentatge no formal (com ara museus, patrimonis culturals i teatres), els quals es caracteritzen per la seva estreta relació amb el comportament humà durant l'experiència compartida, així com amb les seves accions i actituds envers els continguts socioculturals, els quals són de vital importancia per a la societat. Diversos investigadors han suggerit el potencial de la interacció de cos sencer per a donar suport a l'experiència compartida a espais públics. No obstant, els mètodes per dissenyar amb i per al cos en aquesta àrea de recerca encara no han sigut explorats. Per abordar aquest repte, aquesta tesi presenta el disseny i anàlisi de tres experiències interactives de cos sencer, on l'objectiu principal és investigar tècniques que promoguin una consciència corporizada (embodied awareness) en els nens, i que es centrin en la seva experiència amb el moviment, el joc i la socialització. En aquest context, aquesta tesi proposa un conjunt de qualitats del procés creatiu corporitzat (Embodied Design Thinking) per tal d’entendre els avantatges i limitacions d'utilitzar tècniques de disseny d’interacció de cos sencer amb nens. D’altra banda, els resultats d'aquesta recerca condueixen a la definició d'un mètode de codisseny preliminar d'interacció de cos sencer (Full-Body Interaction, FUBImethod). Aquest mètode comporta un conjunt de passos clarament definits per ajudar als dissenyadors d'interacció a guiar els equips intergeneracionals de nens i nenes, i així entendre i fomentar el paper del cos en una experiència d'interacció amb cos sencer. Aquest mètode resumeix els resultats principals d'aquesta investigació i representa una pauta per a les estratègies de disseny i avaluació en aquest context de recerca.
38
Lutovac, S. (Sonja). "From memories of the past to anticipations of the future:pre-service elementary teachers’ mathematical identity work." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526205540.
Full textAbstract:
Abstract This study explored mathematical identity work by drawing on the cases of Finnish and Slovenian pre-service elementary teachers. All cases reported having had negative experiences with mathematics during their school years. These experiences were shown to have a central meaning for pre-service teachers’ mathematical identities. However, identity also extends to the future. For this reason, pre-service teachers’ anticipations of the future were also explored. The concepts of narrative identity (Ricoeur, 1992) and possible selves (Markus & Nurius, 1989) were applied in the context of mathematics education. The overall narrative perspective of the study enabled a psycho-social understanding of identity. The special interest of the study was confined to an understanding of the role that educational contexts play in pre-service teachers’ mathematical identity work. Narrative inquiry was applied as a research methodology. In-depth interviews invited pre-service teachers to construct narratives of their mathematics-related experiences. These narratives were analysed holistically and categorically, as well as in terms of content and form. The findings showed striking similarities in pre-service teachers’ school-time memories. The cases in question felt like victims of their own mathematical experiences. The anticipations of mathematics teaching were also underlined by the challenges rooted in their school-time experiences. However, a surprising finding was that the identity work in which the Finnish and Slovenian cases engaged during their teacher education differed substantially. The main reasons for the differences in identity work seemed to stem from different emphases and pedagogical practices in mathematics education courses within the Finnish and Slovenian teacher education settings. The study argued that identity work can be facilitated during teacher education. To begin such a process, it would be central to focus on pre-service teachers’ biographical context through narrative pedagogical tools. The findings also showed that neglecting issues from school-time experiences might engender further challenges for pre-service teachers’ future mathematics teaching. Finally, the study argued for the need to openly address identity during teacher education. The significant theoretical contribution of the study is the conceptualisation of ‘mathematical identity work’Tiivistelmä Tutkimuksessa tarkasteltiin matemaattista identiteettityötä suomalaisten ja slovenialaisten luokanopettajaopiskelijoiden kokemusten kautta. Opiskelijoiden mukaan heillä oli ollut omana kouluaikanaan kielteisiä matematiikan opintoihin liittyviä kokemuksia, joilla osoitettiin olevan negatiivisia vaikutuksia opiskelijoiden matemaattisiin identiteetteihin. Koska tutkimuksessa korostuu identiteetin tulevaisuusaspekti, tarkastelun kohteina olivat opiskelijoiden tulevaisuuteen liittyvät toiveet ja odotukset. Tutkimuksessa sovellettiin narratiivisen identiteetin (Ricoeur, 1992) ja mahdollisten minuuksien (Markus & Nurius, 1989) käsitteitä matematiikan opetuksen kontekstissa. Identiteetin ymmärtämisen psyko-sosiaalisena ilmiönä mahdollisti narratiivinen näkökulma. Erityinen huomio kohdistettiin siihen, millainen merkitys kasvatuksellisilla konteksteilla on luokanopettajaopiskelijoiden matemaattisessa identiteettityössä. Tutkimusmetodologiana käytettiin narratiivista tutkimusta. Opiskelijat kertoivat syvähaastatteluissa matematiikkaan liittyvistä kokemuksistaan. Nämä narratiivit analysoitiin holistisesti ja kategorisesti ottaen huomioon myös niiden sisältö ja muoto. Tuloksista ilmenee merkittävää samankaltaisuutta luokanopettajaopiskelijoiden omaan kouluaikaan liittyvissä muistoissa. Monet esimerkiksi kuvailivat itsensä uhreiksi. Myös tulevaan matematiikan opetukseen liittyvät ennakko-odotukset olivat värittyneet opettajaopiskelijoiden omaan kouluaikaan liittyvien haasteellisten kokemusten kautta. Yllättävä tulos oli se, että suomalaisten ja slovenialaisten opiskelijoiden luokanopettajakoulutuksen aikainen identiteettityö erosi huomattavasti toisistaan. Erojen pääsyynä ovat nähtävästi erilaiset painotukset ja käytänteet opettajankoulutuksen matematiikan pedagogisissa opinnoissa. Tutkimus osoittaa, että identiteettityötä voidaan pyrkiä edistämään opettajankoulutuksen aikana. Prosessin aloittamiseksi olisi tärkeää kohdentaa huomio opettajaopiskelijoiden elämäkerrallisiin konteksteihin soveltamalla narratiivisia pedagogisia työkaluja. Sillä että omaan kouluaikaan liittyviä kokemuksia ei oteta huomioon, voi olla kielteisiä heijastuksia opettajaopiskelijoiden tulevaan matematiikan opetukseen. Tutkimuksen mukaan identiteetti on syytä ottaa avoimesti tarkasteluun opettajankoulutuksen aikana. Tutkimuksen teorian kannalta merkittävä anti on termin matemaattinen identiteettityö käsitteellistäminen
39
Mora, Guiard Joan. "Full-body interaction and autism : design, development and evaluation of experiences as tools for intervention on motivation and social initiation for ASD children." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/395173.
Full textAbstract:
This thesis focuses on the design, development and evaluation of a series of full-body interaction experiences as tools for intervention on motivation and social initiation for children with Autism. Autism Spectrum Disorders are characterized by challenges in social communication. Thus, it is necessary to provide support tools for motivating the learning and use of social behaviors. We developed three systems to explore the characteristics and limitations of the full-body interaction medium for the development of such tools.
This thesis analyzes the characteristics of full-body interaction technologies by focusing on different physical settings, and different interaction design approaches. We have focused our research on motivation, through promoting engagement and exploration attitudes, and social behaviors, by fostering social initiation and collaboration in multi-user environments. This thesis is a first step to design full-body interaction systems for promoting motivation and social behaviors.Aquesta tesis es focalitza en el disseny, desenvolupament i avaluació d'una sèrie d'experiències d'interacció a cos sencer com a eines d'intervenció en motivació i inicialització social en nens amb Autisme. El Trastorn de l'Espectre Autista es caracteritza per dificultats en la socialització i comunicació. Per tant, és necessari de proveir eines de suport per a motivar l'aprenentatge i ús de conductes socials. Hem desenvolupat tres sistemes per a explorar les característiques i limitacions dels mitjans d'interacció a cos sencer per al desenvolupament d'aquestes eines. Aquesta tesis analitza les característiques de les tecnologies d'interacció a cos sencer a través de focalitzar-se en diferents configuracions físiques, i diferents aproximacions de disseny d'interacció. Hem focalitzat la nostra investigació en la motivació, a través del compromís i actituds exploradores, i actituds socials, a través d'encoratjar la iniciació social i la col·laboració en entorns multi usuari. Aquesta tesis és un primer pas en el disseny de sistemes d'interacció a cos sencer per a promoure la motivació i conductes socials.
40
Gonçalves, Marcela Elias Santos. "Memórias autobiográficas e cartas de Claire Lange: uma análise fenomenológica." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/59/59142/tde-21102018-152458/.
Full textAbstract:
Esta pesquisa se refere a documentos autobiográficos (cartas e memórias) acerca da experiência de imigração escritos por Claire Reuge Lange. Claire chegou ao Brasil em Agosto de 1887 e, enquanto aqui viveu, escreveu várias cartas para seus pais adotivos, que permaneceram na Alemanha. As memó-rias de Claire Reuge Lange tratam da instauração da colônia de Brüderthal no município de Joinville, em Santa Catarina. O objetivo desta pesquisa é o es-tudo das 13 cartas escritas por Claire e de suas memórias, nas quais procu-ramos analisar os impactos da mudança de contexto nas vivências da autora. Para tanto, realizamos uma análise das vivências por ela narradas nas cartas, levando em conta a função psicológica da correspondência epistolar enquanto vínculo do imigrante com o seu mundo de origem e seu passado. Focamos a dinâmica psicológica e as vivências relatadas pela autora, à luz do texto O Estrangeiro (2010) de Alfred Schutz, e à luz da fenomenologia de Edmund Husserl e de Edith Stein. Nos relatos de Claire foram encontradas vivências perceptivas, afetivas, vivências de temporalidade e vivências espirituais de fé, concomitante às categorias de análise do texto O Estrangeiro de Schutz. No que diz respeito a estas categorias, evidenciamos três grupos de vivências: as primeiras vivências do estrangeiro como recém-chegado; a crise: as vivên-cias de choque de confiança no pensar habitual e os mecanismos de supera-ção da crise - emergindo a vivência espiritual como recurso para superação desta. Conclui-se pela possibilidade de superação da crise através do com-partilhamento de vivências com a alteridade, que ocorre nas cartas ou nas memórias, seja ela a alteridade das relações sociais representadas pelos destinatários das cartas, seja ela a dimensão transcendente do divino.This research refers to autobiographical documents (letters and memories) about immigration experiences, written by Claire Reuge Lange. Claire arrived in Brazil in August 1887. While she lived here, she wrote many letters to her adoptive parents, who stayed in Germany. Claire Reuge Langes memories are about the Brüderthals colony settling in the city of Joinville, Santa Catari-na. The main objective of this research is the studying of the 13 letters written by Claire and her memories, in which we sought to analyze the impacts of the changes of context, lived by the author. In order to achieve it, we performed an analysis of her living experiences portrayed on her letters, taking into ac-count the psychological function of the epistolary correspondence as immi-grant bound with their original world and past. We focused on the authors psychological dynamics and living experiences based on the text The For-eigner (2010) by Alfred Schutz, and also on the phenomenology by Edmund Husserl and Edith Stein. On Claires stories, perceptive, affective, temporality and faith-spiritual living experiences were found, according to the categories of the analysis over The Foreigner by Schutz. Concerning these categories, we evidenced three groups of experiences: the first living experiences as a new-comer; the crisis: the living experiences of trust shock over the habitual think-ing and the tools of the crisis overcoming arising the spiritual experience as a resource to overcome it. It is concluded through the possibility of overcom-ing the crisis through the sharing of the living experiences with the otherness, which occurs on the letters or memories, either from the social relations rep-resented by the receivers of these letters, or the divine transcending dimen-sion.
41
Berenhaus, Molly. "'Like a sound of a page being turned in a book' : an exploration of the embodied strategies and subjective experiences that contribute to successful reading comprehension in both children and adults." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/73555/.
Full textAbstract:
The main aims of the current doctoral thesis included: (1) comparing the impact of different embodiment (manipulation versus enactment) and (2) perspective-taking strategies on children (9 to 10-year-olds) and adults' (18 to 30-year-olds) comprehension of narrative texts. In addition, we aimed to (3) better understand children's subjective experience (e.g., “What's going in your head while reading x?”) while reading normally; e.g., at home or in the classroom. Chapter 2 investigated the benefits of storyboard construction (SB), i.e., creating a visual representation of a narrative text using plastic cut-outs, on 5 children's comprehension monitoring and story recall. We found that children who constructed a storyboard while reading remembered more of the narrative texts versus business-as-usual controls and formed more coherent narratives during recall. Contrary to previous research (Rubman & Waters, 2000), SB had no positive impact on children's comprehension monitoring ability. Chapter 3 included a subset (25 out of 35) of children from Chapter 2 and aimed to capture the nuances of children's experience while reading normally and how those experiences map onto comprehension performance. We found that children who reported taking the perspective of a story's character (either spatially, emotionally and/or cognitively), while reading normally, performed better on measures from Chapter 1 (e.g., coherence of recall) than children who did not. Chapter 3 presented a yearlong, longitudinal training study, which compared the immediate and long-term benefits of SB and Active Experiencing (AE), the act of becoming fully engrossed in communicating a text to another person, on children in Year 5's literal and inferential comprehension of emotion and spatial information in narrative texts. SB was found to improve children's story recall and performance on spatial-based questions immediately after training compared to other conditions (AE and controls). The benefits of SB training on recall continued three and six months later. In addition, AE training improved children's performance on emotion-based questions, but only immediately after training. Finally, Chapter 4 first (Experiment 1) examined the effects of encouraging young adults to imagine themselves performing the actions of a protagonist or feeling what the protagonist is feeling (to empathise) while reading excerpts from Dubliners by James Joyce on their comprehension and emotional arousal. Empathising with the protagonist was found to increase readers' arousal, an indication of emotional reactivity. To follow up, we next measured the effects of encouraging young adults (Experiment 2) and children (Experiment 3) to empathise (feel what the character is feeling) or sympathise (care about how the character is feeling) with a story's protagonist while reading on a variety of inferential and literal comprehension questions. Young adults encouraged to sympathise with a story's protagonist had a particular advantage on comprehending literal emotion information about the protagonist as well as non-emotional, non-character-focused inferential and literal information. There was no effect of perspective-taking prompt on children's comprehension.
42
Okafor, Hyacinth C. "Perceptions of Loss and Grief Experiences within Religious Burial and Funeral." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1657.
Full textAbstract:
Abstract
The purpose of this phenomenological study was to explore perceptions of loss and grief experiences within religious rites and rituals vis-à-vis the context of counseling. Literature indicated the need for a better understanding of grief and loss experiences from bereaved individuals’ perspectives and the context within which loss and grief experiences occur (Dillenburger & Keenan, 2005; Stroebe, Hansson, Schut, & Stroebe, 2008). Participants for this study included 10 purposefully selected Catholic members from two Catholic Church parishes in Nigeria, Africa. All participants had experienced loss and grief, had participated in Catholic burial and funeral rites and rituals, and were 21 years or older.
The main research question was: How do bereaved individuals perceive their grief experiences within the context of Catholic burial and funeral rites and rituals? Data collected to answer the research questions consisted of observations, semi-structured interviews, and documents. A cross-analysis approach was used that identified 63 themes, which were collapsed into 11 major themes. depicted in three areas; bereaved participants’ grief experiences, bereaved participants’ experiences of rites and rituals, and implications for counseling. The findings of this study indicated that loss of a relationship was a dominant preoccupation in grief and grieving process. Additional themes reflected by bereaved individuals’ grief and grieving experiences were; time and nature of death, religious rites and rituals, family and community support, family frictions, financial stressors, positive memories, belief system, finding meaning, ongoing traumatization, and counseling. Overall, the conclusion from this study was that three areas conceptualize loss and grief experiences: bereaved participants’ grief experiences, bereaved participants’ experiences of rites and rituals, and implications for counseling.
43
Scott-Felder, Jessica. "I Remember." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/43.
Full textAbstract:
I Remember…, a series of drawings, is based on personal social experiences starting from the age of thirteen. This series begins with a memory of the first time I had to speak to a room full of people and the unexpected events of that followed. My own relationship with one of the primary subjects, the chair refers to memories of being raised in a home where certain furnishings were “off-limits.” Even more important is the presence of a cryptic narrative, fractured and dreamlike, similar to the style of writing created by Alain Robbe-Grillet. It has been a lifetime goal to create drawings that are interactive with the viewer. The baroque embellished chairs and piano provide a point of departure encouraging contemplative involvement by the viewer conceptually through imagery and physically through scale. Also, showing multiple viewpoints of the object simultaneously creates an atmosphere that is dreamlike and ghostly.
44
Viktorsson, Blom Linnéa. "“It could just as well be my body” : A posthumanist and phenomenological study of the becomings of an embodied female subject and her experiences of fitting and misfitting in relation to cosmetic body modifications." Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107044.
Full textAbstract:
This thesis is a phenomenological study that has been carried out via two semi-structured interviews with an - in conventional ways of categorising - 22 years old white, heterosexual, and middleclass Swedish woman, referred to as “Andrea”. The thesis aims to explore the becomings of Andrea in connection with cosmetic body modifications and her experiences in relation to this of fitting and misfitting, which are related to the dis/ability system. The aim of this thesis has also been to situate her as an embodied female subject in an intersectional context, in addition to her own experiences, as multiple social categorizations intra-act in the creation of dis/ability. The thesis takes its point of departure in Rosi Braidotti’s theorization of nomadic subjectivity and employs her notion of subjectivity as a negotiation between desire and power, with the goal of analysing the affirmative potential of cosmetic body modifications, as well as being critical towards them and their effects. Rosemarie Garland-Thomson’s concepts of fitting/misfitting are used in order to analyse the intra-actions between body and environment as well as how cosmetic body modifications affect the fit and/or misfit of Andrea. Sara Ahmed’s notion of orientation has been employed in relation to this, with the aim of showing how beauty, whiteness, femininity, and economic wealth are produced and sustained. In the thesis it is analysed how Andrea, in complex ways desires molarity at the same time as she actively resists “fixed” positionings of her. Andrea contributes to a deconstruction of the fixity of molar identity as her resistance disrupts the flow of expected behaviors - something which creates moments of imperceptibility. The thesis furthermore argues that Andrea uses cosmetic body modifications as an affirmative deconstruction of power in addition to it being a force that drives her towards the desired molarity.
45
Borges, Silvania Maria Sandoval. "OS TAPUIO DO CARRETÃO/GO: UMA REFLEXÃO SOBRE SUA HISTÓRIA E A EDUCAÇÃO ESCOLAR - MEMÓRIAS E EXPERIÊNCIAS." Pontifícia Universidade Católica de Goiás, 2013. http://localhost:8080/tede/handle/tede/1102.
Full textAbstract:
Made available in DSpace on 2016-07-27T13:53:05Z (GMT). No. of bitstreams: 1
SILVANIA MARIA SANDOVAL BORGES.pdf: 1567734 bytes, checksum: a2a9ec83a99cb9d79515e303389e0972 (MD5)
Previous issue date: 2013-10-10The objective of this research is the history and scholar education of Tapuio from Carretão- GO settlement, which aims, reflect the history of Tapuio and the scholar education given to them at the Carretão settlement. Tapuio are the result of the settlement process during the colonization of Brazil, at the XVII and XIX centuries. Were confined in the "Carretão" settlement village or, Pedro III, indigenous of Xavante, Javaé, Kayapó and Xerente, ethnicities, whose Tapuios are descendants, ie, of the mixture of these ethnicities, blacks and whites. In the late 1970, the Tapuios ressurge and reclaim to the National Indian Foundation (FUNAI), the indigenous official bureau, the (re) cognition of their indigenous identity and rights as indians.Since the beginning of colonization and until recently, the history of scholar indigenous education in Brazil, brought on its process, programs aimed to "integration" and "assimilation" of indigenous people. In the process of ethnic recognition and landing demarcation, the scholar indigenous education began to play an important role for the Tapuio people. The oral narratives of Tapuio, granted initially to Lazarin, who has been witness of this history, and to the authors who have researched about this group, were important sources for the construction of history and (re) cognition of this group, as indigenous people.Thus, it was from this work and the narratives designed on it, that was possible to perform this research, learn and reflect about the Tapuios history, education and the project of school built by them. The name Tapuio , has been given to them by the local inhabitants, who somehow, recognized them as Indians, however, in relation to the name, it is noticed in some narratives a necessity of (re)affirm this name. The Tapuio had their land and identity recognized, after claims to Funai, and the surveys held by it. Futhermore, it was from these surveys and the studies made from them, that the history of this group has been (re)build, by its narratives and testimonies. The achievement of a school in this differentiated and specific village, was the means used by this group, to continue the process of (re) construction and strengthen its identity. Therefore, it was by the conquest of land and ethnic recognition that they could reclaim the right to education in the village.
O objeto desta pesquisa é a história e a educação escolar do povo Tapuio da aldeia Carretão GO, a qual tem como objetivo refletir a história dos Tapuio e a Educação Escolar ofertada a eles na aldeia Carretão. Os Tapuio são resultados do processo de aldeamento no período da colonização do Brasil, séculos XVIII e XIX. Foram confinados no aldeamento Carretão ou Pedro III, indígenas das etnias Xavante, Javaé, Karajá, Kayapó e Xerente, dos quais os Tapuio são descendentes, ou seja, da mistura destas etnias, negros e brancos. No fim da década de 1970, os Tapuio ressurgem e reivindicam à Fundação Nacional do Índio (Funai) órgão indigenista oficial, o (re)conhecimento da identidade indígena e os seus direitos como índios. Desde o início da colonização, e até pouco tempo, a história da educação escolar indígena no Brasil, trazia em seus processos programas voltados à integração e à assimilação dos povos indígenas. No processo de reconhecimento étnico e demarcação das terras, a educação escolar indígena passou a ter um papel importante para o povo Tapuio; no início da década de 1980, reivindicaram uma educação escolar que valorizasse a realidade do povo, voltada para os Tapuio. As narrativas orais dos Tapuio concedidas inicialmente a Lazarin, que foi testemunha dessa história e aos autores que pesquisaram sobre esse grupo, foram fontes importantes para a (re)construção da história e para o (re)conhecimento desse grupo como povo indígena. Desse modo, foi a partir desses trabalhos e das narrativas neles concebidas, que foi possível realizar a presente pesquisa, refletir sobre a história dos Tapuio, da educação e do projeto de escola construído por eles. Dessa forma, as condições enfrentadas pelo povo Tapuio suscitaram alguns questionamentos quanto à sua história e a educação escolar para os indígenas da aldeia Carretão como: a luta pela terra e pela identidade indígena contribuíram para a produção de um projeto escolar diferenciado? O projeto da escola inclui os problemas e as especificidades que envolvem o ser Tapuio? Estes questionamentos levantados foram importantes para o direcionamento da pesquisa e, dessa forma, compreender qual o papel da educação escolar e suas contribuições para a escola apresentados na Aldeia Carretão. O nome Tapuio foi dado a eles pelos regionais que, de certo modo, os reconheciam como índios, porém, em relação a esse nome, percebe-se em suas narrativas uma necessidade de (re)afirmarem esse nome. Os Tapuios tiveram a sua terra e a sua identidade reconhecidas, após as reivindicações junto à Funai e os levantamentos realizados por ela. Além disso, foi a partir desses levantamentos e dos estudos realizados que a história desse grupo foi (re)construída, por meio de suas narrativas e de seus testemunhos. A conquista de uma escola na aldeia especifica e diferenciada foi o meio usado por esse grupo, para dar continuidade ao processo de (re)construção da história e de fortalecimento de sua identidade. Foi, portanto, a partir da reconquista pela terra e do reconhecimento étnico que eles puderam reivindicar o direito à educação na aldeia.
46
Ambroise, Corinne. "Étude du développement professionnel des enseignants-débutants par le biais des souvenirs de leurs premières expériences et de leurs croyances d’efficacité." Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF20020/document.
Full textAbstract:
Le développement professionnel des enseignants-débutants est étudié au travers des souvenirs de leurs premières expériences professionnelles et de la dynamique des relations qui s’établit entre ces souvenirs et les croyances d’auto-efficacité. Ces croyances sont appréhendées par une mesure du sentiment d’efficacité personnelle, plus précisément, une échelle a été construite puis validée dans le domaine de l’enseignement.Deux objectifs sont poursuivis. Le premier cherche à appréhender les caractéristiques des souvenirs des premières expériences professionnelles d’enseignants-stagiaires au début de leur formation initiale. Il s’agit de recueillir et d’étudier les souvenirs d’expériences professionnelles vécues durant les premiers stages et de percevoir si une relation s’établit entre ces souvenirs et le sentiment d’auto-efficacité sur le domaine professionnel. Le second objectif est d'examiner plus avant les relations entre le sentiment d’efficacité personnelle et les caractéristiques qualitatives et quantitatives des premiers souvenirs professionnels en tentant d'en saisir la dynamique.L’analyse des données recueillies au cours de cinq études fait ressortir certains invariants caractéristiques des souvenirs relevés. Ces derniers sont précis, positifs et concernent essentiellement des expériences liées à la mise en œuvre des séances et à la gestion des relations. De plus, les souvenirs participeraient à la construction des croyances d’efficacité et celles-ci, en retour influeraient sur la mise en mémoire des expériences professionnelles. Ces mécanismes sociocognitifs sous-jacents semblent concourir au développement professionnel, et notamment à l’identité professionnelle, des enseignants-débutantsThe professional development of novice teachers is studied through the memories of their first professional experiences and dynamics of relations established between these memories and self-efficacy beliefs. These beliefs are grasped by measuring self-efficacy, more precisely, a scale was constructed and validated in the field of education.Two goals are pursued. The first one seeks to reveal the characteristics of the memories of the first professional experiences of student teachers at the beginning of their initial training. This is to collect and study the memories of professional experiences during the early stages and perceive whether a relationship is established between these memories and feelings of self-efficacy on the professional field. The second objective is to explore further the relationship between the self-efficacy and the qualitative and quantitative characteristics of the first professional memories by trying to understand the dynamics.The analysis of the data collected during five studies highlighted some invariant features concerning memories. These are accurate, positive and mainly concern experiences related to the implementation of teaching sessions and relationship management. Moreover, the memories would participate in the construction of efficacy beliefs and these in return would affect the storing of professional experience. These sociocognitive underlying mechanisms seem to contribute to the professional development, particularly in the professional identity of novice teachers
47
Costa, Filipe de Oliveira. "Ellus Desfila São Paulo : comunicação, consumo e memória na cidade-mídia." Escola Superior de Propaganda e Marketing, 2017. http://tede2.espm.br/handle/tede/238.
Full textAbstract:
Submitted by Adriana Alves Rodrigues (aalves@espm.br) on 2017-11-08T11:46:59Z
No. of bitstreams: 1
FILIEP DE OLIVEIRA COSTA.pdf: 34744343 bytes, checksum: 71634fee97ac357a57fe6a65745efe6e (MD5)Approved for entry into archive by Adriana Alves Rodrigues (aalves@espm.br) on 2017-11-08T11:47:34Z (GMT) No. of bitstreams: 1 FILIEP DE OLIVEIRA COSTA.pdf: 34744343 bytes, checksum: 71634fee97ac357a57fe6a65745efe6e (MD5)
Approved for entry into archive by Ana Cristina Ropero (ana@espm.br) on 2017-11-10T12:15:05Z (GMT) No. of bitstreams: 1 FILIEP DE OLIVEIRA COSTA.pdf: 34744343 bytes, checksum: 71634fee97ac357a57fe6a65745efe6e (MD5)
Made available in DSpace on 2017-11-10T12:15:18Z (GMT). No. of bitstreams: 1 FILIEP DE OLIVEIRA COSTA.pdf: 34744343 bytes, checksum: 71634fee97ac357a57fe6a65745efe6e (MD5) Previous issue date: 2017-03-27
This research has as its theme the fashion shows as communicational ambiences, consumption of memories, experiences and also spaces of performances. The theoretical object is related to the uses of places of memories of the city of São Paulo as a way of intensifying the communicative strategies for the consumption of the institutional discourse of the brand that circulates in each parade. The empirical objects are the Ellus brand parade, namely: Winter 2008, Summer 2012, Winter 2013, Winter 2014 and Winter 2016. The question that guided the research presupposes that fashion shows are already consecrated advertising strategies as a way of publicizing brand. But for this research these parades also behave as a process that communicates the city and its places of memory (spaces and characters) through the performance that the parade itself performs. We seek to investigate whether the parades so understood convert the memories into a strategy for the symbolic consumption of Ellus' institutional discourse, which translates as sophisticated, urban and transgressive. The general objective is to identify and analyze how Ellus brand fashion shows that use the city and its memories (spaces and characters) communicate and convert memory into a strategy for the symbolic consumption of the brand's institutional discourse. The specific objectives are: to recognize the strategies of the production of the symbolic consumption of the values enunciated in the narrative of the advertising brand Ellus by means of the analysis of the selected parades (Winter 2008, Summer 2012, Winter 2013, Winter 2014, Winter 2016); to identify the places of memory of the city of São Paulo, its characters and the game that is established between the representations of memory and its characters presented in the selected parades; to analyze the parade as performance (gesture, body, soundtrack and the circumstances of its accomplishment, like time and space). The theoretical reference includes authors such as Maria Aparecida Baccega, Everardo Rocha, Don Slater, Ana Paula de Miranda, Mary Douglas, Baron Isherwood, Claudia Pereira, Andreas Huyssen, Michel Pollak, Pierre Nora, Monica Nunes, Iuri Lotman, Paul Zumthor, among others contribute to the discussions. As methodological procedures are carried out bibliographical research in authors of the semiotics of culture, memory, consumption and fashion, and documentary research in videos of the parades and institutional of Ellus and graphic pieces of advertising campaigns of the brand. In addition, we refer in speeches of journalists specialized in fashion news, who were relevant allied to some theoretical aspects. The research corpus includes the analysis of photographic images and frames of the parades (urban spaces, clothes, gestures, soundtracks, temporal marking and construction of the elements that mark the spaces of the parades like scenography, lighting). The results indicate that there are strategies to provide the symbolic consumption of the memories of the locations of the parades in a way that will result in the loyalty of brand clients and symbolic consumers of the repositioned memories not only of the city of São Paulo but also of large urban spaces according to the urban, transgressive and sophisticated institutional discourse of Ellus.
Esta pesquisa tem como tema os desfiles de moda como ambiências comunicacionais, de consumo de memórias, de experiências e também de espaços de performances. O objeto teórico é relativo aos usos de lugares de memórias da cidade de São Paulo como forma de intensificar as estratégias comunicativas para o consumo do discurso institucional da marca que circula em cada desfile. Os objetos empíricos são o desfile da marca Ellus, a saber: Inverno 2008, Verão 2012, Inverno 2013, Inverno 2014 e Inverno 2016. A questão que norteou a pesquisa pressupõe que os desfiles de moda são estratégias publicitárias já consagradas como forma de divulgação de marca. Mas, para esta pesquisa estes desfiles também se comportam como um processo que comunica a cidade e seus lugares de memória (os espaços e os personagens) por meio da performance que o próprio desfile realiza. Buscamos investigar se os desfiles assim compreendidos convertem as memórias em estratégia para o consumo simbólico do discurso institucional da Ellus, que se traduz como sofisticada, urbana e transgressora. O objetivo geral é identificar e analisar de que forma os desfiles de moda da marca Ellus que utilizam a cidade e suas memórias (os espaços e os personagens) comunicam e convertem a memória em estratégia para o consumo simbólico do discurso institucional da marca. Os objetivos específicos são: reconhecer as estratégias da produção do consumo simbólico dos valores enunciados na narrativa da marca publicitária Ellus por meio da análise dos desfiles selecionados (Inverno 2008, Verão 2012, Inverno 2013, Inverno 2014, Inverno 2016); identificar os lugares de memória da cidade de São Paulo, seus personagens e o jogo que se estabelece entre as representações da memória e seus personagens apresentados nos desfiles selecionados; analisar o desfile como performance (gesto, corpo, trilha sonora e as circunstâncias de sua realização, como o tempo e o espaço). O referencial teórico inclui autores como Maria Aparecida Baccega, Everardo Rocha, Don Slater, Ana Paula de Miranda, Mary Douglas, Baron Isherwood, Cláudia Pereira, Andreas Huyssen, Michel Pollak, Pierre Nora, Mônica Nunes, Iuri Lotman, Paul Zumthor, entre outros que contribuem para as discussões. Como procedimentos metodológicos são realizadas pesquisas bibliográficas em autores da semiótica da cultura, memória, consumo e moda, e pesquisa documental em vídeos dos desfiles e institucional da Ellus e peças gráficas de campanhas publicitárias da marca. Além disso, nos referenciamos em falas de jornalistas especializados em notícias de moda, que foram relevantes aliadas a alguns aspectos teóricos. O corpus da pesquisa inclui a análise a partir de imagens fotográficas e frames dos desfiles (espaços urbanos, roupas, gestos, trilhas sonoras, marcação temporal e construção dos elementos que marcam os espaços dos desfiles como cenografia, iluminação). Os resultados indicam que há estratégias para proporcionar o consumo simbólico das memórias das locações dos desfiles de forma que resultem na fidelização dos clientes da marca e consumidores simbólicos das memórias ressignificadas não apenas da cidade de São Paulo, como também de grandes espaços urbanos de acordo com o discurso institucional de urbana, transgressora e sofisticada da Ellus.
48
Hart, M. J. Alexandra. "Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery." Thesis, University of Canterbury. Social and Political Sciences, 2010. http://hdl.handle.net/10092/5294.
Full textAbstract:
This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science.
The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do.
Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process.
It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact.
The hypothesis that CFS is a disorder of action is investigated in detail.
A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported.
It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact.
On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment.
The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency.
Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches.
Category theory is proposed as a foundation for a mathematisation of phenomenology.
49
Klüft, Izabella. "Sexual Healing : Upplevelser av läkande sexuella möten efter negativa sexuella erfarenheter." Thesis, Malmö universitet, Institutionen för socialt arbete (SA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45878.
Full textAbstract:
Studien undersöker fenomenet: upplevelser av läkande sexuella möten efter negativa sexuella erfarenheter. Syftet är att undersöka hur personer med tidigare negativa sexuella erfarenheter kan uppleva sexuella möten med andra som läkande samt hur det kan främja den sexuella hälsan. Fokus ligger på hur sexuella möten med andra kan upplevas, beskrivas och förstås som läkande. Ett underliggande syfte är att förmedla hopp till dem som kanske har förlorat hoppet om njutningsfulla sexuella möten med andra. Kunskap kring detta kan även komma att bidra till utvecklingen av hälsofrämjande arbete gällande sexuell hälsa hos personer med negativa sexuella erfarenheter. Interpretative Phenomenological Analysis användes som kvalitativ metod och fem intervjuer med personer som upplevt läkande sexuella möten genomfördes. Samtliga identifierade sig som kvinnor varav tre som bisexuella, en som heterosexuell och en som heterosexuell men attraheras av människor. Teorier för att begripliggöra fenomenet var Existentiella perspektiv, Social Baseline Theory samt Teorier om att omforma kroppsminnen. Tidigare relevant forskning var inom områden Sexuell läkning efter trauma, Social smärta och läkning samt Andra ingångar till upplevelser av läkande sexuella möten. Huvudteman som framkom var Ingen press! – första steget till läkning, Från olust till lust, Upplevelser av läkande sexuella möten samt Skillnaden mellan då och nu. Sammanfattningen är att intervjupersonerna uppgav att de kunde läka från tidigare negativa sexuella erfarenheter med hjälp av sexuella möten med andra. Genom tillitsfulla relationer vågade de anta sexuella utmaningar som främjade deras sexuella hälsa och förmåga att njuta. I de sexuella mötena hjälpte den andra dem att reglera och hantera känslor som kom upp. De kunde då omforma negativa kroppsminnen på ett djupt motsägande sätt och nå upplevelser av läkning. Slutsatsen är att mer forskning om fenomenet upplevelser av läkande sexuella möten behövs. Det kan vara så att det några har skadat kan behövas andra för att läka.The study examines the phenomenon: experiences of healing sexual encounters after negative sexual ordeals. The purpose is to investigate how people with previous negative sexual experiences can experience sexual encounters with others as healing and how it can promote sexual health. The focus is on how sexual encounters with others can be experienced, described and understood as healing. An underlying purpose is to convey hope to those who may have lost hope of enjoyable sexual encounters with others. Knowledge about this may also contribute to the development of health-promoting work regarding sexual health in people with negative sexual experiences. Interpretative Phenomenological Analysis was used as a qualitative method and five interviews with people who experienced healing sexual encounters were conducted. All of them identified as women of which three as bisexual, one as heterosexual and one as heterosexual but attracted to humans. Theories to understand the phenomenon were Existential Perspective, Social Baseline Theory and Theories of reshaping body memories. Previous relevant research was within areas of Sexual Healing After Trauma, Social Pain and Healing and Other Paths to Experiences of Healing Sexual Encounters. The main themes that emerged was No pressure! - the first step to healing, From no desire to desire, Experiences of healing sexual encounters and The difference between then and now. In summary the interviewees reported that they were able to heal from previous negative sexual experiences with the help of sexual encounters with others. Through trusting relationships, they dared to take on sexual challenges that promoted their sexual health and ability to enjoy sex. In the sexual encounters, the other helped them to regulate and deal with the emotions that arose. They could then reshape negative body memories in a deeply contradictory way and achieve experiences of healing. The conclusion is that more research on the phenomenon experiences of healing sexual encounters is needed. It is possible that what some have injured may require others to heal.
50
Teixeira, Lucas de Vasconcelos. "Consumo de memórias e experiências em cafés paulistanos cenas: culturais em torno do café Girondino e do Coffe Lab." Associação Escola Superior de Propaganda e Marketing, 2016. http://tede2.espm.br/handle/tede/85.
Full textAbstract:
Made available in DSpace on 2016-10-13T14:10:29Z (GMT). No. of bitstreams: 1
LucasTeixeira.pdf: 4466723 bytes, checksum: 71426468b94a8b8051af8b836b3de36f (MD5)
Previous issue date: 2016-03-17The theme of this academic research is the Cafés, as communicational environments of sociability and consumption of memories and experiences. Its theoretical object is the consumption of memories and experiences, spatialities and temporalities of Cafés in the city of São Paulo, while the empirical objects are Café Girondino and Coffee Lab, which allow us to observe a variety of cultural scenes involving the universe of coffee. The general objective of this study is to examine the phenomenon of cultural scenes in the city of São Paulo, originated from the consumption of memories and experiences in communicational spaces and sociability, as observed at the Cafés mentioned above. One of its specific objectives is to analyze to what extend Café Girondino, nowadays, operates as a space organized by communicative strategies, enabling to revisiting memories and histories that took place at the beginning of modernity in the city of São Paulo, mainly at the end of the XIX century and the beginning of the following century. In addition to that, to identify how Coffee Lab disseminates the culture of specialty coffees, counting on a pedagogy of consumption, and becomes an obligatory destination for coffee lovers. Furthermore, we aim to problematize similarities and differences involving these cultural scenes including here the consumption of memories and experiences in these two Cafés. The guiding issue is to understand how these cultural scenes rise and structure with the consumption of memories and experiences in these iconic Cafés in the city of São Paulo. The corpus of this study includes the physical spaces of both Cafés, their objects, interviews and courses. For a deeper investigation into these communicational environments, we employed the flânerie methodology, as proposed by McLaren (2000), grounded on bibliographical and documentary researches. Among the theoretical references, authors as Will Straw, Norval Baitello, Mary Douglas and Baron Isherwood, Walter Benjamin, Iúri Lótman, Maurice Halbwachs, Pierre Nora, Mike Featherstone, Mônica Nunes, Cláudia Pereira, Vander Casaqui, Ana Luiza Martins and Nicolau Sevcenko, not to mention other thinkers that have contributed to our discussions. The results show there is a media strategy in these spaces, and the symbolic meaning that brings reasoning and value to consumptions is the fruit of sociabilities that go beyond market studies, characterizing these cultural scenes as a symptomatic phenomenon.
Esta pesquisa tem como tema os Cafés como ambiências comunicacionais de sociabilidade e de consumo de memórias e experiências. O objeto teórico diz respeito ao consumo de memórias e experiências, de espacialidades e temporalidades em cafeterias paulistanas, enquanto que os objetos empíricos são o Café Girondino e o Coffee Lab, que permitem observar variadas cenas culturais envolvendo o universo do café. O objetivo geral é examinar o fenômeno das cenas culturais paulistanas originadas do consumo de memórias e experiências em espaços comunicacionais e de sociabilidade, como nas referidas cafeterias. Os objetivos específicos são: analisar em que medida o atual Café Girondino opera como um espaço que se organiza através de estratégias comunicativas que proporcionam revisitar memórias e histórias do início da modernidade paulistana, mais precisamente do final do século XIX e início do seguinte; identificar as formas pelas quais o Coffee Lab dissemina a cultura dos cafés especiais por meio de uma pedagogia do consumo e se converte em destino obrigatório para os apreciadores da bebida; problematizar as semelhanças e diferenças entre as cenas culturais e também entre os consumos de memórias e experiências nas duas cafeterias. A questão que norteou a pesquisa pretende responder de que modo são constituídas as cenas culturais que se articulam em torno do consumo de memórias e experiências nestas cafeterias paulistanas icônicas. O corpus de pesquisa inclui os espaços físicos de ambas as cafeterias, seus objetos, entrevistas e cursos. Para melhor explorar estas ambiências comunicacionais, utilizamos a flânerie de McLaren (2000) como a metodologia aplicada, alicerçada por pesquisas bibliográfica e documental. O referencial teórico inclui autores como Will Straw, Norval Baitello, Mary Douglas e Baron Isherwood, Walter Benjamin, Iúri Lótman, Maurice Halbwachs, Pierre Nora, Mike Featherstone, Mônica Nunes, Cláudia Pereira, Vander Casaqui, Ana Luiza Martins e Nicolau Sevcenko, entre outros pensadores que contribuem para as discussões. Os resultados indicam que há uma estratégia midiática de construção desses espaços ao mesmo tempo em que as apropriações que dão sentido e valor ao que é consumido são fruto de sociabilidades que ultrapassam o que é mercadologicamente planejado, sendo as cenas culturais seu fenômeno sintomático.